Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools

Choi, Yoon-Jung

doi:10.1080/13613324.2016.1195356

Cited by 24 publications

(21 citation statements)

References 19 publications

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“…In five studies, women of color described students commenting on their physical appearance in ways that reinforced their subordinate status as women and particularly as women of color, and thereby undermined their authority. In Choi’s (2018) study, Ms. Jin, a Korean American social studies teacher, had strong relationships with students but felt a need to maintain strict hierarchical authority due to their perceptions of her physical appearance: “My senior students, they act up. They are like ‘Ms.…”

Section: Resultsmentioning

confidence: 99%

“…In two studies, novices shared how sociocultural congruence with families also posed difficulties, as some parents’ expectations of novices conflicted with their responsibilities as teachers. In Choi’s (2018) ethnographic study with two Korean American teachers, a novice said some Asian parents often asked her to raise their child’s grade, assuming she would do so because of their shared cultural heritage, even though she had expressed her unwillingness to engage in this practice several times. In Magaldi et al’s (2016) study, some novices described how parents felt comfortable engaging in physical discipline in front of them, and in some cases expected them to mirror those practices.…”

Section: Resultsmentioning

confidence: 99%

“…In Choi’s (2018) study, Ms. Jin, a Korean American social studies teacher, wanted to make Korea more visible in the curriculum, but felt ashamed that she did not know the history well enough to be able to teach about it. Without time or resources to help her learn more about Korean history, she decided against teaching it:First, I don’t have time .…”

Section: Resultsmentioning

confidence: 99%

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Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Bettini

Cormier

Ragunathan

et al. 2021

Review of Educational Research

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A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K–12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices’ experiences of their socialization into K–12 educational institutions were deeply racialized, through their interactions with every aspect of K–12 educational systems. Novices’ experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K–12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools—efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Bettini

Cormier

Ragunathan

et al. 2021

Review of Educational Research

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“…Given this study’s emphasis on our identities as AsAm female teacher educators, who transitioned from K-12 to TED contexts, we highlight studies focused on AsAm female educators. While this body of literature remains relatively scarce, AsAm female educators, in both K-12 and TED contexts, report experiences of tokenization, sexualization, cultural essentialism (e.g., being seen as spokespeople for their entire ethnic group or all Asian experiences), foreignization (e.g., being seen as not fully American because of language or immigrant generation), and being seen through the MMM lens (Choi, 2018; Endo, 2015; Hune, 2006; Lin et al, 2006; Morita-Mullaney & Greene, 2015). AsAm female educators who used their heritage languages, in both K-12 and TED contexts, were positioned as “illegitimate” teachers or faculty members by colleagues and administrators (Lin et al, 2006; Nguyen, 2012).…”

Section: Asam Experiences In Educational Contextsmentioning

confidence: 99%

Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education

Hsieh

Nguyen

2020

Journal of Teacher Education

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In this article, the authors push back against “unnatural invisibility” and stereotypes of Asian American women by introducing a culturally informed coalitional resistance framework. Drawing from elements of Community Cultural Wealth (CCW) and AsianCrit, we use the framework to discuss the evolving microaggressions we have faced in teacher education spaces and how we have survived through them. We examine marginalizing experiences each of us has faced along multiple axes of oppression across our careers, the forms of resistance we could (or chose not to) enact in specific contexts and moments, and how, through coalitional resistance, we are reclaiming our collective right to thrive and be recognized for our contributions as teacher educators. We conclude by offering implications of coalitional resistance for fellow teacher educators of color and those who wish to support them.

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“…While it is common for teacher education programs around the country to have missions of equality and multiculturalism in schools, there is significant disparity in engaging with the diversity of Asian American communities in non-essentialist ways (Choi, 2016;Li, 2013).…”

Section: Moving Forwardmentioning

confidence: 99%

Asian Americans and Education

Chang¹

2017

Oxford Research Encyclopedia of Education

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The communities that constitute the racialized category of Asian Americans consist of approximately 20 million people in the United States, or about 5% of the total population. About 20% or 4 million are of primary or secondary school age, and over 1.1 million are in higher education. Both in popular and academic discourse, “Asian American” generally refers to people who have ethnic backgrounds in South Asia (e.g., Bangladesh, India, Pakistan, Sri Lanka), Southeast Asia (e.g., Cambodia, the Philippines, Thailand, Vietnam), and East Asia (e.g., China, Japan, Korea, Taiwan). As “Asian American” is an umbrella term used to categorize a very diverse, heterogeneous, and transnational set of populations, Asian Americans as a group present various challenges to education and research in and about the United States. These challenges can concern paradigms of achievement, citizenship, family involvement, access (e.g., higher education, bilingual education), language and culture, race and ethnicity, and school community. In order to address these paradigmatic challenges, a great deal of scholarship has called for a disaggregation of the data on populations that fall under the pan-ethnic “Asian America” umbrella term, to gain a more nuanced and dynamic understanding of the many diverse populations and their historical, cultural, economic, and political experiences. To further address the problematic framing of Asian Americans in education and related fields, scholars have applied critical lenses to key tensions within conceptualization, policy, curriculum, and pedagogy. More recently, the notions of intersectionality and transnationalism have been generative in the study of Asian Americans, within not only educational research but also Asian American studies, which generally falls under the field of ethnic studies in the U.S. context, but has also been categorized under American studies, cultural studies, or Asian studies. While characterizations of Asian Americans as “the Model Minority” or “the Oppressed Minority” persist, the relevance of such static binaries has increasingly been challenged as the Asian American populations and migrations continue to diversify and increase.

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Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools

Cited by 24 publications

References 19 publications

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Coalitional Resistance: Challenging Racialized and Gendered Oppression in Teacher Education

Asian Americans and Education

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